Science teachers’ conceptualisation of professional reflective practice: a reconstruction of the impact of pre-service interaction with lecturing staff

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Science teachers’ conceptualisation of professional reflective practice: a reconstruction of the impact of pre-service interaction with lecturing staff

This study explores the formative basis of the professional reflective practice of in-service science teachers through their reconstruction of their pre-service interaction with lecturing staff. The study reports through the voice of graduates of the Bachelor of Science/Bachelor of Teaching double d...

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Bibliographic Details
Main Author:	de Ville, Paul Anthony
Format:	Thesis
Language:	English
Published:	Curtin University 2010
Subjects:	Avondale College mentor-mentee relationship professional reflective practice active modelling repertoires in-service science teachers pre-service interaction reconstruction academic staff
Online Access:	http://hdl.handle.net/20.500.11937/304

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